Date of Award
12-2026
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Behavioral Analysis
First Advisor
David A. Wilder
Second Advisor
Jonathan K. Fernand
Third Advisor
Wanfa Zhang
Fourth Advisor
Leslie Matuszewich
Abstract
The high-probability instructional sequence is an antecedent-based intervention used to increase cooperation. Although much research on the sequence has been conducted, no studies exist examining the sequence during conditions of satiation versus deprivation for the preferred item delivered in the sequence. The purpose of this study was to investigate whether conducting the high-probability instructional sequence during periods of satiation versus deprivation from the reinforcer delivered contingent upon cooperation with high-probability instructions affects the efficacy of the high-probability instructional sequence to increase cooperation among young children. Three children aged between 2 and 12, all with a history of noncooperative behaviors, participated. In the satiation condition, immediately before sessions began, participants were given 10 minutes of noncontingent access to the reinforcer, which was delivered contingent upon cooperation with high-probability instructions. In the deprivation condition, participants were deprived of the preferred item delivered contingent upon cooperation with high-probability instructions for at least two hours before sessions began. A multiple baseline across participants design with a multielement component was employed to assess the effects. Results show that cooperation with low-probability instructions was higher during deprivation from the item delivered in the high-probability instructional sequence relative to satiation conditions for all three participants. The utility of manipulating establishing operations to enhance high-probability instructional sequence effects is discussed.
Recommended Citation
Farquharson, Kevonne Ruth Elizabeth, "Examining the Role of Establishing Operations in the Effectiveness of the High-Probability Instructional Sequence" (2026). Theses and Dissertations. 1694.
https://repository.fit.edu/etd/1694